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Journal Articles and Book Chapters (Peer-Reviewed): Ursula A. Kelly

Relearning as Remembrance: Virginia Woolf's Three Guineas, Implication, and Melancholia (pp.75-88).  In T. Strong-Wilson et al (Eds), Productive Remembering and Social Agency.  Rotterdam:  Sense Publishers, 2013.

Find Yourself Here:  Reading Rurality as Reparation.  In B. Green & M. Corbett (Eds.), Rethinking Rural Literacies:  Transnational Perspectives (pp. 55-74).  New York:  Palgrave Macmillan, 2013.

Inciting Teaching and Learning: Loss and Mourning in Alice Kaplan's French Lessons. Biography, 33(2), 352-67, 2010.

Learning from Loss: Migration, Mourning and Identity. In U. Kelly & E. Yeoman (Eds.), Despite This Loss: Essays on Culture, Memory and Identity in Newfoundland and Labrador (pp.17-33). St. John’s: ISER Books, 2010.

Learning to Lose: Rurality, Transience, and Belonging (A Companion to Michael Corbett). Journal of Research in Rural Education, 24(11), 2009.

Where Biography Meets Ecology: Melancholy and Transformative Education. In M. Gardner & U. Kelly, Narrating Transformative Learning in Education (pp. 30-49). New York: Palgrave Macmillan, 2008.

Popular Media and Literacies. In N. Bascia et al (Eds.), The International Handbook of Educational Policy (pp.735-747). Dordrecht, Netherlands: Springer, 2005.

The Place of Reparation: Love, Loss, Ambivalence and Teaching. In J. Garrison & D. Liston, (eds.), Teaching, Loving and Learning. New York: Routledge, 2004.

Passionate Contracts: Discursive Contradiction and Struggle in Secondary English Teacher Education Programs. In B. Barrell, R.Hammett, J. Mayher, and G. Pradl (Eds.), Decentring Traditions in Subject English. New York: Teachers College Press, 2004.

Juggernauts of Desire: Troubling the Romance in English Education (pp.78-89). In R. Hammett and B. Barrell (Eds.), Advocating Change:  Contemporary Issues in Subject English. Toronto: Irwin Publishing, 2000.

Critical Pedagogy. Teaching Education,  9(1), 33-9, 1997.

Reconsidering Whole Language: A Feminist Perspective. The English Quarterly, 27(1-2), 5-14, 1995, (with J. Portelli, S. Church, C. MacInnis, and A. Vibert).

Gender, Literature and Curriculum (pp.96-108). In J. Gaskell & J. Willinsky (eds.), Gender In/Forms Curriculum (Critical Issues in Curriculum Series). New York: Teachers College Press, 1995.

From Text to Textuality: 'Reading' McLaren's Life in Schools (pp.247-253). In P. McLaren, Life in Schools (2nd edition). New York: Heinemann, 1993. [Reprinted from Journal of Educatio, 173(3), 8-14.]

Teaching 'English': Who's Subject to What. In D. Bogdan & S. Straw (Eds.), Constructive Reading:  Teaching Beyond Communication (pp .205-213). Portsmouth, N.H.: Boynton/Cook, 1993.

From Text to Textuality: 'Reading' McLaren's Life in Schools.  Journal of Education, 173(3), 8-14, 1992.

Writing Pedagogy: A Dialogue of Hope (pp.265-281). In K. Weiler (ed.), What Schools Can Do: Critical Pedagogy and Practice. New York: SUNY Press, 1992. [Reprinted from Journal of Education, 171(2), 117-131.]

Writing Pedagogy: A Dialogue of Hope. (with A.L.Brookes).  Journal of Education, 171(2), 117-131, 1989.

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